Education Masters Theses

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Browsing Education Masters Theses by browse.metadata.program "Teacher Education"

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    Alcohol and Academia: A Study of the Association between Student Housing Type and Alcohol Abuse at North Dakota State University
    (North Dakota State University, 2013) Lietaert, Charles Louis
    The purpose of this study was to determine if student housing gender-type is significantly related to student alcohol consumption at North Dakota State University. The researcher examined whether the residence of students in coeducational residence halls or single-gender residence halls was related to the rate they consumed alcohol in an average week or the frequency they engaged in binge drinking. NDSU researchers allowed the researcher of this study to add an institutional question to the biannual Student CORE Alcohol and Other Drug Survey that gathered demographic information about what residence hall gender-type participants lived within. For the first time, this provided the opportunity to quantitatively compare alcohol consumption of students living in coeducational residence halls against those living in single-gender residence halls at NDSU. At the time of this study the NDSU on-campus population was particularly hospitable for such research since the multi-thousand person population was evenly distributed between single-gender and coed residency. Using this preexisting data set regarding student alcohol behavior and residence hall demographics, the researcher analyzed the data through descriptive statistics, bivariate correlational analysis, and analysis of covariance while controlling for the effect of age and gender. Results revealed that there was no significant relationship between NDSU student alcohol consumption and their residence hall gender-type. Recommendations for future research included adapting the national CORE Alcohol and Other Drug Survey to include residence hall gender-type to allow for further analysis.
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    The Associations Between Student Perceptions of the Classroom Psycho-Social Learning Environment and Motivation to Learn Chinese
    (North Dakota State University, 2014) Ji, Chongmin
    The purpose of this study was to investigate the associations between students’ perception of their classroom psychosocial learning environment and motivation to learn Mandarin Chinese, which can support teachers in creating a good classroom environment. The students took two surveys (Likert scale and open-ended questions) that measured their perception of the classroom environment and the learning motivation. Descriptive statistics (mean, standard deviation, percentage) and inferential statistics (simple correlation, multiple regression, and two sample t-test) were used to analyze the quantitative data. The open-ended questions were coded and categorized based on the student responses. There were statistically significant associations between student perception and motivation for learning. The three scales of Task Orientation, Involvement, and Equity seemed to influence students the most to learn. The Task Orientation had the strongest relationship with student motivation. Moreover, the results of gender difference showed that only Task Orientation was significantly different between the two subgroups.
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    Comparing Project-Based Learning to Direct Instruction on Students' Attitude to Learn Science
    (North Dakota State University, 2013) Haugen, Marlen Ingvard
    Students' attitude towards learning science transform during their middle school years. Research provides data showing the affect of different teaching methods on students' attitude. Two teaching methods compared were project-based learning and direct instruction. Project-based learning uses inquiry to promote student attitude by engaging them and increasing their curiosity in the natural world. Direct instruction uses lecture, worksheets, tests, and labs. The Test of Science Related Attitudes (TOSRA) survey was used to measure student's attitude. The TOSRA has seven subscales labeled as Social Implications of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adaptation to Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. A student's age and gender were variables also used to determine the affect on transformation of attitude using two different teaching methods. The TOSRA survey showed both positive and negative transformation of students' attitude towards science.
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    An Exploratory Analysis of North Dakota Teachers' Attitudes Toward and Implementation of the Common Core State Standards: Recommendations for Professional Development Providers
    (North Dakota State University, 2015) Thompson, Christopher Michael
    Increases in global competition for student achievement have led to drastic changes within the field of education. In recent decades educational reforms such as No Child Left Behind (NCLB) and Race to the Top have placed a stronger emphasis on standardized testing and increased accountability for schools to promote student achievement with limited success. This has led to a state-initiated overhaul of previous educational standards in favor of a set of more rigorous, internationally benchmarked standards in math and English Language Arts (ELA) known as the Common Core State Standards (CCSS). Since 2010, adoption of the Common Core State Standards across the United States has left teachers and school districts scrambling to unpack, align, and add the new standards to their existing curricula. The author examined North Dakota teachers’ attitudes and preparedness to teach using the Common Core State Standards providing recommendations for professional development providers.
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    The Flipped Classroom: Shakespeare in the English Classroom
    (North Dakota State University, 2014) Gross, Anna Lynn
    Bergmann and Sams’ twenty-first century flipped classroom method was reviewed in depth to determine its effectiveness in improving student achievement and enjoyment of studying Hamlet by William Shakespeare, a text that is difficult to both read and comprehend. The flipped method was implemented into one of two 12th grade general English classes in rural Minnesota. The first section of 12th grade general English read the play aloud using the traditional read-aloud method and completed an in-depth passage analysis chart for homework. The second section, the intervention group, used the flipped method and read the play on their own with accompanying video podcasts and then worked together in class with both peer and teacher help to complete the passage analysis chart. After finding similar final assessment scores, the flipped classroom may prove to be successful in an English class studying difficult literature.
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    The Influence of Extracurricular Involvement on High School Students' Academic Achievement and Engagement in School
    (North Dakota State University, 2017) Miller, Courtney Lynn
    The purpose of this study was to examine the relationship between specific extracurricular activities and the outcomes of student achievement and student engagement. The target population was 11th -12th grade student enrolled in high schools purposely selected for having FFA. Total study participants included 237 (N) student from a purposive sample. Participants completed an instrument that combined the Student Engagement Instrument (Appleton, Christenson, Kim, & Reschly, 2006), the Student Engagement versus Disaffection: Student Report (Skinner, Kindermann, & Furrer, 2009), and self-reported extracurricular involvement and Grade Point Average(s) GPAs and ACT scores. The results of the study indicate that students who participated in Career and Technical Student Organizations (CTSOs) have practically the same self-reported engagement and achievement as students who participated in non-CTSO activities.
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    Mastery Learning Instruction versus Traditional Instructional Methods in Eighth Grade Language Arts
    (North Dakota State University, 2013) Mogen, Kelly Sue
    The purpose of this study was to investigate the impact of mastery learning on eighth grade language arts students primarily in terms of academic gains, but subsidiary research questions also focused on the impact of mastery learning on student sense of self-efficacy in language arts, student attitudes towards learning language arts, and on student learning styles. This study focused on the grammar portions of language arts; it did not address the reading, writing, and speaking aspects. Results from this quasi-experimental study involved 43 eighth grade language arts students from a rural, relatively homogenous school in the Midwest. Over a four month time period, it was found that mastery learning does seem to have a statistically significant positive impact on student academic success, student sense of self-efficacy, and to some extent, student attitudes towards learning. However, no statistically significant impact was found for mastery learning on learning styles.
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    A Study of the Effect the Flipped Classroom Model on Student Self-Efficacy
    (North Dakota State University, 2014) Kenna, Donald Christian
    The learning model known as the flipped classroom is one of the developing ideas of educating students. Bergmann and Sams (2012) using a flipped classroom in 2007 when they recorded lecture for students to view at home and allowing students to work on “homework” in the classroom. This research was conducted to identify the effect of the flipped classroom on student self-efficacy and the difference in self-efficacy between genders using this model. This study was conducted with 22 physics students in two classes, a traditional and a flipped classroom. The student’s self-efficacy was scored with the Self-Efficacy Survey. The results showed an increase in their average self-efficacy score with the flipped classroom while the traditional classroom decreased their average score. When analyzed separately, the males showed a decrease in self-efficacy while the females showed an increase while using the flipped classroom.
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    Teachers as Learners: Impacts of Graduate Teachers Education Programs’ Features on In-Service Teachers’ Practices
    (North Dakota State University, 2017) Nag, Anindita
    Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers’ teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers’ teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers’ classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approach including survey questionnaire (quantitative) and interview (qualitative) was used, and 34 in-service from 15 different teacher education programs of five different Upper Midwest states responded to the survey questionnaire. However, only two teachers participated in the interview process. Quantitative data from survey questionnaire revealed that most teacher participants perceived that graduate teacher education program had positive impact on their teaching practices.